The literature suggests generic workshops on the scholarship of teaching and learning (SoTL) rarely have a lasting impact on teaching. Seeking an alternative approach, academic developers designed a four-stage Collaborative Scholarship Model where they provided individualised SoTL mentoring
to academics implementing a teaching innovation. Project outcomes included sustained change to teaching, openness to new ideas, scholarly contributions and peer recognition (through awards, publications or invited presentations). This model had a sustained impact on participants’ teaching
and increased research productivity. Although few individuals can be mentored at one time in this labour-intensive model, long-term benefits may still outweigh limitations in scalability.
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scholarship of teaching and learning
Document Type: Research Article
Faculty of Higher Education Lilydale, Swinburne University of Technology, Melbourne, Australia
Swinburne Online, Swinburne University of Technology, Melbourne, Australia
Faculty of Design, Swinburne University of Technology, Melbourne, Australia
Publication date: 2013-09-01
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